Música na escola: um estudo a partir da psicogenética walloniana
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/16378 |
Resumo: | This project had as an objective to study the role of music at school, from the conception teachers and pedagogic coordinators have of music in the total development of the child. As development presupposes learning and the school is the privileged place of this process, being the teacher the mediatory agent and the pedagogic coordinator having as duty teachers formation, it is by teachers and pedagogic coordinators speech that this project intends to discuss the proposed theme. As we understood the teacher s reflection about music in the child s development, in continuous formation programmes, a way to the effectiveness of musical practice at school, we chose to interview teachers who had participated in a continuous formation programme in an urban community in São Paulo country-side. To obtain a broad spectrum of the data collected for the survey, we interviewed: a kinder-garten and nursery school teacher, a multi-disciplinary elementary and junior high school teacher, a Physical Education teacher, an Art teacher, a kindergarten and nursery pedagogic coordinator and an elementary and junior high school coordinator. Henry Wallon s psychogenetics theory guided the data collection and analysis of information. The analysis was carried out from 3 pivotal angles: the constitution of the teacher and the pedagogic coordinator as people, the music in the total development of the child and the music at school. The interviewed people noticed from their daily school practice, that music induces movement, it develops the sense of rhythm, the coordinated motor activity, the memory and it promotes an interaction among people favouring socialization. The continuous music formation courses make it possible for the student to have a better improvement of the musical language potential, in order to improve his development as a complete, entire person in all of his dimensions: affective, cognitive and motor |
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Almeida, Laurinda Ramalho dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4268488Y1Sugahara, Leila Yuri2016-04-28T20:57:26Z2008-06-202008-05-30Sugahara, Leila Yuri. Music at school: a study from the wallonian psychogenetis. 2008. 188 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008.https://tede2.pucsp.br/handle/handle/16378This project had as an objective to study the role of music at school, from the conception teachers and pedagogic coordinators have of music in the total development of the child. As development presupposes learning and the school is the privileged place of this process, being the teacher the mediatory agent and the pedagogic coordinator having as duty teachers formation, it is by teachers and pedagogic coordinators speech that this project intends to discuss the proposed theme. As we understood the teacher s reflection about music in the child s development, in continuous formation programmes, a way to the effectiveness of musical practice at school, we chose to interview teachers who had participated in a continuous formation programme in an urban community in São Paulo country-side. To obtain a broad spectrum of the data collected for the survey, we interviewed: a kinder-garten and nursery school teacher, a multi-disciplinary elementary and junior high school teacher, a Physical Education teacher, an Art teacher, a kindergarten and nursery pedagogic coordinator and an elementary and junior high school coordinator. Henry Wallon s psychogenetics theory guided the data collection and analysis of information. The analysis was carried out from 3 pivotal angles: the constitution of the teacher and the pedagogic coordinator as people, the music in the total development of the child and the music at school. The interviewed people noticed from their daily school practice, that music induces movement, it develops the sense of rhythm, the coordinated motor activity, the memory and it promotes an interaction among people favouring socialization. The continuous music formation courses make it possible for the student to have a better improvement of the musical language potential, in order to improve his development as a complete, entire person in all of his dimensions: affective, cognitive and motorEste trabalho teve como objetivo estudar o papel da música na escola, a partir da concepção que professoras e coordenadoras pedagógicas têm da música no desenvolvimento integral da criança. Como desenvolvimento pressupõe aprendizagem e a escola é o lócus privilegiado desse processo, sendo o professor o agente mediador e o coordenador pedagógico tendo como atribuição a formação de professores, é pelo discurso de professoras e coordenadoras pedagógicas que este trabalho pretende discutir o tema proposto. Ao entender que a reflexão por parte do professor, sobre a música no desenvolvimento da criança, em programas de formação continuada, pode ser um caminho para a efetivação da prática musical na escola, optou-se por entrevistar educadores que haviam participado de um programa de formação continuada em município do interior paulista. Para se obter uma maior abrangência na coleta dos dados para a pesquisa, foram entrevistadas: 1 professora de educação infantil, 1 professora polivalente de ensino fundamental I, 1 professora de educação física, 1 professora de arte, 1 coordenadora pedagógica de educação infantil e 1 coordenadora de ensino fundamental. A teoria psicogenética de Henri Wallon norteou a coleta e a análise dos dados. A análise foi feita a partir de 3 eixos: a constituição da pessoa do professor e do coordenador pedagógico; a música no desenvolvimento integral da criança e a música na escola. As entrevistadas perceberam a partir de sua prática cotidiana escolar, que a música induz ao movimento, desenvolve o senso rítmico, a coordenação motora, a memória, e promove a interação entre as pessoas, favorecendo a socialização. Os cursos de formação continuada em música possibilitam um melhor aproveitamento do potencial da linguagem musical, para o desenvolvimento da pessoa completa e integrada do aluno em todas as suas dimensões: afetiva, cognitiva e motoraapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32571/Leila%20Yuri%20Sugahara.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaMúsica na escolaTeoria wallonianaFormação de professoresWallon, Henri -- 1879-1962Musica e criancasMusica na educacaoMusica -- Instrucao e estudoProfessores -- Formacao profissionalMusic at schoolWallonian theoryTeachers formationCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALMúsica na escola: um estudo a partir da psicogenética wallonianaMusic at school: a study from the wallonian psychogenetisinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTLeila Yuri Sugahara.pdf.txtLeila Yuri Sugahara.pdf.txtExtracted texttext/plain504409https://repositorio.pucsp.br/xmlui/bitstream/handle/16378/3/Leila%20Yuri%20Sugahara.pdf.txte2d448e9da862b53b8c83ef4d67baf74MD53ORIGINALLeila Yuri Sugahara.pdfapplication/pdf1269069https://repositorio.pucsp.br/xmlui/bitstream/handle/16378/1/Leila%20Yuri%20Sugahara.pdfc4edb0d61314c843891030fbbe8ee17fMD51THUMBNAILLeila Yuri Sugahara.pdf.jpgLeila Yuri Sugahara.pdf.jpgGenerated Thumbnailimage/jpeg3252https://repositorio.pucsp.br/xmlui/bitstream/handle/16378/2/Leila%20Yuri%20Sugahara.pdf.jpg809ded400d3a89f0942dc6dfc6ac3b12MD52handle/163782022-04-27 16:18:31.594oai:repositorio.pucsp.br:handle/16378Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T19:18:31Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Música na escola: um estudo a partir da psicogenética walloniana |
dc.title.alternative.eng.fl_str_mv |
Music at school: a study from the wallonian psychogenetis |
title |
Música na escola: um estudo a partir da psicogenética walloniana |
spellingShingle |
Música na escola: um estudo a partir da psicogenética walloniana Sugahara, Leila Yuri Música na escola Teoria walloniana Formação de professores Wallon, Henri -- 1879-1962 Musica e criancas Musica na educacao Musica -- Instrucao e estudo Professores -- Formacao profissional Music at school Wallonian theory Teachers formation CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
title_short |
Música na escola: um estudo a partir da psicogenética walloniana |
title_full |
Música na escola: um estudo a partir da psicogenética walloniana |
title_fullStr |
Música na escola: um estudo a partir da psicogenética walloniana |
title_full_unstemmed |
Música na escola: um estudo a partir da psicogenética walloniana |
title_sort |
Música na escola: um estudo a partir da psicogenética walloniana |
author |
Sugahara, Leila Yuri |
author_facet |
Sugahara, Leila Yuri |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Almeida, Laurinda Ramalho de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4268488Y1 |
dc.contributor.author.fl_str_mv |
Sugahara, Leila Yuri |
contributor_str_mv |
Almeida, Laurinda Ramalho de |
dc.subject.por.fl_str_mv |
Música na escola Teoria walloniana Formação de professores Wallon, Henri -- 1879-1962 Musica e criancas Musica na educacao Musica -- Instrucao e estudo Professores -- Formacao profissional |
topic |
Música na escola Teoria walloniana Formação de professores Wallon, Henri -- 1879-1962 Musica e criancas Musica na educacao Musica -- Instrucao e estudo Professores -- Formacao profissional Music at school Wallonian theory Teachers formation CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
Music at school Wallonian theory Teachers formation |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
description |
This project had as an objective to study the role of music at school, from the conception teachers and pedagogic coordinators have of music in the total development of the child. As development presupposes learning and the school is the privileged place of this process, being the teacher the mediatory agent and the pedagogic coordinator having as duty teachers formation, it is by teachers and pedagogic coordinators speech that this project intends to discuss the proposed theme. As we understood the teacher s reflection about music in the child s development, in continuous formation programmes, a way to the effectiveness of musical practice at school, we chose to interview teachers who had participated in a continuous formation programme in an urban community in São Paulo country-side. To obtain a broad spectrum of the data collected for the survey, we interviewed: a kinder-garten and nursery school teacher, a multi-disciplinary elementary and junior high school teacher, a Physical Education teacher, an Art teacher, a kindergarten and nursery pedagogic coordinator and an elementary and junior high school coordinator. Henry Wallon s psychogenetics theory guided the data collection and analysis of information. The analysis was carried out from 3 pivotal angles: the constitution of the teacher and the pedagogic coordinator as people, the music in the total development of the child and the music at school. The interviewed people noticed from their daily school practice, that music induces movement, it develops the sense of rhythm, the coordinated motor activity, the memory and it promotes an interaction among people favouring socialization. The continuous music formation courses make it possible for the student to have a better improvement of the musical language potential, in order to improve his development as a complete, entire person in all of his dimensions: affective, cognitive and motor |
publishDate |
2008 |
dc.date.available.fl_str_mv |
2008-06-20 |
dc.date.issued.fl_str_mv |
2008-05-30 |
dc.date.accessioned.fl_str_mv |
2016-04-28T20:57:26Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Sugahara, Leila Yuri. Music at school: a study from the wallonian psychogenetis. 2008. 188 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16378 |
identifier_str_mv |
Sugahara, Leila Yuri. Music at school: a study from the wallonian psychogenetis. 2008. 188 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
url |
https://tede2.pucsp.br/handle/handle/16378 |
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por |
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openAccess |
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application/pdf |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
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PUC-SP |
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BR |
dc.publisher.department.fl_str_mv |
Psicologia |
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Pontifícia Universidade Católica de São Paulo |
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